Uncovering past experiences that influence the pedagogical practices of early childhood teachers: an interpretive inquiry into play

Wong-Powell, Jennifer (2017) Uncovering past experiences that influence the pedagogical practices of early childhood teachers: an interpretive inquiry into play. [Thesis (PhD/Research)]

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While early childhood teachers and play scholars endorse the benefits of play to the learning and development of young children, the provision of play in early childhood education continues to be challenged. However, an investigation into the challenge does not surround finding who might not support the use and implementation of play or the solutions to the obstacles for play opportunities in early childhood education. Rather, an inquiry is necessary in order to answer the whys and hows of human opinion, behaviour and experience. The question is: Who are we and where do we come from as early childhood teachers?

Through interpretive inquiry into play, the intention of this study was to provide researchers and early childhood teachers with a possible example of how to engage in reflections, inquiring into the rich and diverse interplay of factors that impact the approaches to play as well as play practices in early childhood education. Visualised through spiral loops, each phase of the data collection and interpretation were informed by the proceeding stage as new questions emerged, new connections were made and developments in deepening understandings impacted the direction of research. The methodology incorporated interpretive and participative inquiry, with the researcher as a participant insider using an autoethnographic technique.

The inquiry into play reveals the previous experiences with play and its influences on the use of play as well as its impact on the current orientations and developed theories on play. Situated in an international school in Sri Lanka, the participants include three female veteran early childhood teachers who are Sri Lankan in nationality. The research emphasises play as a culturally embedded and institutionally defined concept, repositioning play from a previously Western point of view to a social construct. The inquiry into play further provokes thinking and conversations about play, illustrating its complexity and robustness.

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Item Type: Thesis (PhD/Research)
Item Status: Live Archive
Additional Information: Doctor of Education (EdD) thesis. doi:10.26192/5bfe0d98eb037
Faculty/School / Institute/Centre: Current - Faculty of Business, Education, Law and Arts - School of Teacher Education and Early Childhood
Supervisors: Green, Nicole
Date Deposited: 31 Jul 2017 00:19
Last Modified: 14 Dec 2018 06:09
Uncontrolled Keywords: early childhood; early childhood education; play;
Fields of Research : 13 Education > 1301 Education Systems > 130102 Early Childhood Education (excl. Maori)
Identification Number or DOI: doi:10.26192/5bfe0d98eb037
URI: http://eprints.usq.edu.au/id/eprint/32876

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